7 Resources for Teaching+Learning Vocab One of my teaching assignments this semester is to work with students who need extra help preparing for the SAT (all 11th grade students in my school are required to take it). I split the responsibility with a mathematics teacher. My focus is on helping the students develop their reading skills and knowledge of vocabulary. This assignment got me to go back in my archives of resources for teaching and learning vocabulary. Vocab Ahead offers online study rooms in which students can take practice vocabulary quizzes. Wordia is a free visual, video dictionary. Word Stash is a free service that describes itself as "half vocabulary builder, half dictionary, and full awesome." Knoword is a fun and challenging game that tests your ability to match definitions to words. Flashcards, either online or physical, still seem to be one of the preferred methods of studying vocabulary words. Words, Words, Words is a free vocabulary app for Android from Socratica.
Writer's Workshop Resources and Ideas The majority of time of Writing Workshop is devoted to independent writing. During this time, students are prewriting, drafting, revising, editing, and publishing their pieces. Depending on the age and abilities of your students, independent writing can be as short as 15 minutes or as long as 45-60 minutes. It helps to build stamina with your class, beginning with a short amount of time and building that time until they can work for up 30 minutes or more. According to Katie Wood Ray (The Writing Workshop, 2001), students can also do other activities during their writing time, such as writing in their schema notebooks journal writing writing exercises to experiment with language and style conducting peer-conferences reading to support writing During independent writing time, the teacher confers with students about their writing. Teachers should keep conferences short. Websites on Conferring:
NetPublic - Accompagner l'accès de tous à l'Internet Writing Mini-Lessons This year’s writing instruction will focus on the pursuit of good writing, with explicit instruction to help students begin to master some of the complex and nuanced qualities of exceptional writing. The goal is for students to improve their writing and simultaneously develop myriad approaches to writing that empower students to effectively evaluate and improve their own writing and thinking. To this end, students will participate in writing workshops of at least forty-five minutes three to five times a week. The writing workshop begins with a mini-lesson of five to thirty minutes and continues with independent writing, during which time I circulate among writers and meet with individuals or small groups. The writing workshop mini-lessons provide a writing course of study. During the daily mini-lesson, students will take notes in their writing binders so that throughout the course of the year, they may refer back to what they’ve learned to inform their writing in an ongoing manner.
Quizinator Transitions and Transitional Devices Summary: A discussion of transition strategies and specific transitional devices. Contributors:Ryan Weber, Karl StolleyLast Edited: 2013-03-01 10:35:20 Good transitions can connect paragraphs and turn disconnected writing into a unified whole. Instead of treating paragraphs as separate ideas, transitions can help readers understand how paragraphs work together, reference one another, and build to a larger point. It is a good idea to continue one paragraph where another leaves off. Example: Overall, Management Systems International has logged increased sales in every sector, leading to a significant rise in third-quarter profits. Another important thing to note is that the corporation had expanded its international influence. Revision: Overall, Management Systems International has logged increased sales in every sector, leading to a significant rise in third-quarter profits. These impressive profits are largely due to the corporation's expanded international influence.
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Collaborating to Write Dialogue Publication: The Quarterly, Vol. 24, No. 3 Date: Summer 2002 Summary: Writing dialogue cooperatively, Cramer's students learn to develop characters, consider word choice, and interweave dialogue and description, while simultaneously strengthening their cooperative and independent writing skills. In the early 1980s, I attended my very first writing workshop presented by an Oklahoma Writing Project teacher-consultant. The activity she introduced to us involved writing a dialogue with a partner. For me, this approach was mind-shattering. Our presenter told us to choose a partner, then she assigned us some characters and asked us to develop a plot. Returning to the classroom, I tried this activity with my students. As often happens with students, the activity evolved with a few rough edges that we adults had managed to avoid. Perhaps one reason these doubts occurred to me was that, at this point in my teaching career, many of my teaching goals were rather limited. Hi, how are you? Figure 1
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